FULL REFERENCE: Tadi, P., Sadeghi, A. & Nejad, A. M. (2022). Fathers’ voices: Their participation in early childhood education. NZ International Research in Early Childhood Education Journal, 24, pp. 46 – 58.
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ABSTRACT: This article explores fathers’ participation in Early Childhood Education (ECE) programmes in New Zealand. It draws on a descriptive study investigating the perceptions of 50 fathers whose children attended ECE centres by utilising the Father Participation Questionnaire (FPQ): father version. Fathers were asked to complete questionnaires that recorded their perceptions of fathers’ participation and asked for their views on the potential areas that might either facilitate or hinder such participation. The results demonstrated that this sample of fathers were aware of their roles and were interested in their children’s educational development and care. The fathers reported that using a common language, including the terms and words that are used in their daily life and work, may further facilitate their participation. Almost all of the fathers considered their inflexibility regarding workload and working hours were barriers to their participation in ECE programmes. The findings also suggest that fathers generally do not believe that teachers’ supporting programmes such as professional development can enhance their ECE participation. The results obtained argue for the continued need to develop awareness, resources, and good practice to enhance fathers’ roles in their children’s educational development in ECE centres. The results are discussed, and the practical implications of the findings are highlighted.
Key words: Fathers’ participation, early childhood education, fathers’ perspectives.
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